Our day at Bognor House Day Nursery

Time

Routine

Area of Learning

EYFS Commitments

8.00- 9.00

Children arrive, greeted by adult, self registration

Children are welcomed by an adult known to them and separate from main carer with confidence. Children self-register with their name card having a sense of belonging. The children feel safe and secure demonstrating a sense of trust.

PSED,

UW,

CL & L

1.2 Inclusive practice

1.4 Health and Well Being

2.1 Respecting Each Other

2.2 Parents as Partners

2.4 Key Person

9.00-10.00

Children’s choices / free flow play

Children can make their own choices about what they would like to do or play with having resources at accessible heights for children. The children can freely flow throughout the nursery inside and outside depending on personal preferences encouraging independence. The activities and toys available cover all seven areas of development mostly in more than one way and are age appropriate. Activities are offered which involve all senses with water and sand play always available. Tidy up time happens before snack time demonstrating to children how to look after toys and put things in correct places. Hand washing happens before children sit down for snack teaching children good person hygiene practices.

PSED, CL, PD, L, UW, M, EAD

1.1 Child Development

1.2 Inclusive Practice

1.3 Keeping Safe

2.1 Respecting Each Other

2.3 Supporting Learning

2.4 Key Person

3.1 Observation, Assessment and

Planning

3.2 Supporting Every Child

3.3 The Learning Environment

4.1 Play and Exploration

4.2 Active Learning

Creativity and Critical Thinking

4.4 Areas and Learning and Development

9.30-10.30

Morning snack time opens

Children have choice of milk or water to drink and selection of fruit and vegetables. This encourages making own choices and personal preferences with children trying new foods, exploring taste and senses. Children also learn about healthy choices this way. Communication skills are developed and learnt when sat with friends. Counting skills are used at this time for various reasons, counting fruit, friends and talking about ages. Signing can also be used as none verbal communication.

PSED, CL, L, UW, M & PD

1.2 Inclusive Practice

1.4 Health and Well Being

2.1 Respecting Each Other

2.2 Parents as Partners

2.3 Supporting Learning

2.4 Key Person

3.1 Observation, Assessment and

Planning

3.2 Supporting Every Child

10.30-12.00

Free flow play, small group times with adult

This time is repeated from the earlier morning session. In this time there is a chance for children to take part in an adult led activities ranging from dancing, singing, musical instruments, stories, sticky kids, yoga, circle times and other small group games. Through physical activity children learn the effects of exercise on their bodies. This time with the key person allows for observations and children’s interests to be recognised and recorded furthering development. 

PSED, CL, PD, L, UW, M, EAD

1.1 Child Development

1.2 Inclusive Practice

1.3 Keeping Safe

1.4 Health and Well Being

2.1 Respecting Each Other

2.3 Supporting Learning

4.2 Active Learning

4.4 Areas of Learning and Development

12.00-1.00

End/ beginning of sessions

Lunch time

Children can be starting or ending the session at 12 or 1pm, hand over conversation with adult to parents and carers.

The children tidy up and wash hands as before carried out at snack time.

During lunch time the children are offered water to drink with their two-course meal. At this time children have the opportunity to try new foods with our four weekly menus. Children can learn about likes, dislikes and healthy choices of foods. The children sit at tables with their friends allowing for social interaction time.

PSED, CL, L, UW, M & PD

1.2 Inclusive Practice

1.4 Health and Well Being

2.1 Respecting Each Other

2.2 Parents as Partners

2.3 Supporting Learning

2.4 Key Person

3.1 Observation, Assessment and

Planning

3.2 Supporting Every Child

1.00-3.00

Quiet time/ stories

Children’s choices and free flow play

Children have the opportunity to listen to stories read by an adult in a big group or smaller groups allowing for more interaction and discussions. Some children may also sleep at this time understanding they their bodies need rest.

The children can freely choose and flow around the nursery during this time as in the morning session.

PSED, CL, PD, L, UW, M, EAD

1.1 Child Development

1.2 Inclusive Practice

1.3 Keeping Safe

1.4 health and Well Being

2.1 Respecting Each Other

2.2 Parents as Partners

2.4 Key Person

3.1 Observation, Assessment and

Planning

3.2 Supporting Every Child

2.45-3.30

Afternoon snack time

This is repeated from morning snack with more substantial snack offered.

PSED, CL, PD, L, UW, M, EAD

1.2 Inclusive Practice

1.4 Health and Well Being

2.1 Respecting Each Other

2.2 Parents as Partners

2.3 Supporting Learning

2.4 Key Person

3.1 Observation, Assessment and

Planning

3.2 Supporting Every Child

3.30-6

Free flow play, small group times with adult

Children’s choices / free flow time

Sessions end 4.30,5, 5.30 & 6pm

This is repeated from morning session (10.30-12.00)

End of sessions – Children are collected and share experiences with parents and carers with hand over from adult

Tea is served to Children at 5pm following lunch time practice

PSED, CL, PD, L, UW, M, EAD

1.1 Child Development

1.2 Inclusive Practice

1.3 Keeping Safe

2.1 Respecting Each Other

2.3 Supporting Learning

2.4 Key Person

3.1 Observation, Assessment and

Planning

3.2 Supporting Every Child

3.3 The Learning Environment

4.1 Play and Exploration

4.2 Active Learning

Creativity and Critical Thinking

4.4 Areas and Learning and Development

6.00

Evaluations of sessions

The practitioners have discussions at the end of the day about children’s interests and possible opportunities to offer them the next session they are in. This helps with documentation and observations.